The analysis model of the second test paper of the seventh grade history volume 20 13-20 14 The second semester seventh grade mid-term exam was held on April 20 14 16- 18. The full mark of this history paper is 100, and there are five major questions: choose 20 questions and list 6550 combinations. Judging from the question type, the arrangement is reasonable and conforms to the question type of the senior high school entrance examination. Judging from the number of questions, I personally think it can be increased appropriately. After all, this is a 100 test paper. The 70-point test paper combination for the senior high school entrance examination is 2-3 questions, 10, while this test paper combination is only 1 question, with 4 points.
From the presentation of the topic, there are rich pictures, charts, historical maps and other forms. For example, choose topic 8: model map of seismograph, Quyuanli, gondola, compass needle, topic 9: basin with fish patterns on human face, camel-loaded figurines, topic 20: schematic diagram of coexistence of summer and Northern Song Dynasty in western Liaoning, and topic 25: distribution map of frontier ethnic minorities in early Tang Dynasty.
Judging from the difficulty of the test paper, the difficulty is moderate and the proportion of basic questions is large, which is suitable for mid-term detection. Such as Zhao Zhouqiao, Diamond Sutra, Sun Simiao and gunpowder. Such as "My Body in Three Provinces of Six Provinces" and Li Bai's representative works.
From the specific test sites, knowledge points are widely distributed, focusing on the guidance of emotional attitudes, values and learning methods. For example, the last question of the activity and the inquiry question: What do you think is the last question of 24 material analysis questions to evaluate a historical symbol or method? Do you think Yue Fei is a national hero? why
Judging from the results of candidates, there is a big difference. The highest grade score is 99, and there are many people who fail, and there are also a few people who are in their twenties and thirties. It can be seen that students' individual differences and ability differences are great. In teaching, we should pay attention to the individual, make use of the situation and strengthen the guidance of learning methods for students with learning difficulties.
In a word, reading this paper has many advantages, but its disadvantages are also obvious. Such as outdated materials, too little contact with reality, or almost none. But according to the content of the textbook, there are many knowledge points that can be combined with reality, such as? Ethnic relations and foreign relations in the Tang Dynasty? Knowledge points. Due to the lack of connection between the whole test paper and reality, it is difficult to reflect the historical function of our history discipline.
Secondly, the answers to individual questions are too wide to be examined. Like what? Li Bai's masterpiece? Two o'clock.
Based on the examination papers and students' grades, the suggestions for the later teaching are as follows: First, strengthen the consolidation and training of basic knowledge and reduce the phenomenon of missing points in typos. Second, focus on cultivating and improving students' basic ability to answer questions.
Analysis of the examination paper in the second volume of history in grade seven;
With the overall advancement of curriculum reform, our junior high school history examination is developing to a rational depth, which has truly realized the transformation from knowledge-based to ability-based It is under the guidance of this brand-new concept that this middle school paper not only pays attention to the examination of basic historical knowledge and ability, but also sublimates students' emotional attitudes and values, especially highlights the examination of students' historical subject ability.
Second, objectively understand the test questions
The examination questions well realize the harmony and unity of the dual functions of knowledge and ability. It has the following remarkable characteristics:
1, the question type and knowledge structure are reasonable, and the amount of questions is appropriate.
As can be seen from the test paper, there are two types of questions, namely objective questions and subjective questions. The optimization of question types not only examines students' mastery of basic historical knowledge, but also tests students' ability in history. Subjective questions and objective questions are properly distributed in the whole volume, and multiple-choice questions account for 50% of the questions, which is convenient for students to understand the mastery of basic knowledge; Material analysis accounts for 50%, which is convenient for students to master the quality of history. Therefore, the allocation of questions truly embodies the dual functions of paying equal attention to knowledge and ability. What is particularly worthy of recognition is the material analysis in the history test paper, which focuses on cultivating students' analytical ability, comprehensive ability and expressive ability, improving students' essential basic historical quality, and at the same time truly embodying it? It is wise to study history? The historical role of. (2) Judging from the knowledge difficulty structure of the test questions, it is a process from easy to difficult to handle reasonably, which not only conforms to the cognitive characteristics of junior high school students, but also helps to stimulate students' thinking. (3) The capacity of the test questions is appropriate, and students can complete them within one hour. It's not difficult. For the first-year students who have just come into contact with history systematically, they can build up their self-confidence in learning history from answering questions.
2. The examination paper focuses on the examination ability, which better reflects the quality education. Judging from the distribution of test objectives, about 60% of the test content is memory, and about 40% is analysis and comprehensive application, which focuses on the examination of students' basic knowledge and highlights the examination of key knowledge of the subject. At the same time, the test questions pay attention to the function of excavating the test questions' ability and strengthen the ability test. There are mainly: ① In multiple-choice questions, the ability of reading comprehension and information acquisition is strengthened, while the combined multiple-choice questions and negative multiple-choice questions are retained, which strengthens the examination of comparative ability; (2) Strengthen the investigation of generalization, comparison and map recognition in the problem of map recognition; (3) In the material analysis questions, the ability to obtain information, understand the meaning of the questions, summarize historical knowledge, analyze and compare, and transfer knowledge is strengthened;
3. The test questions have high scientific value and strong guiding function.
① The examination questions are well-compiled, the design of the questions is scientific and clear, and easy to understand, which highlights the characteristics of the history discipline. The design incision of material analysis questions is small, which is conducive to the progressive enlightenment thinking of candidates from multiple angles and levels, in-depth analysis and conclusion, so it is more scientific.
(2) The examination questions strictly follow the curriculum standards and examination standards, and are highly targeted and instructive. None of the questions in the whole volume exceed the standard. Mark? This is not only convenient for teachers and students to review and master relevant historical knowledge, but also conducive to cultivating students' interest in learning and their ability to learn history independently, thus continuously improving the teaching quality. In particular, the examination paper greatly increases the weight of the ability test, which virtually induces teachers and students to pay attention to the improvement of students' historical thinking and comprehensive ability in the future history classroom teaching, thus comprehensively promoting the new curriculum reform, so this set of questions has a good guiding role.
In a word, this set of papers is based on basic historical knowledge, focusing on examining students' ability, which better embodies quality education and has a strong guiding role in our junior high school history teaching reform.
Analysis of the seventh grade history model essay 3 1 the second volume examination paper. Evaluation of test paper
Based on the level test, which is beneficial for basic education to cultivate qualified talents and labor force for building a well-off society in an all-round way, the test questions fully reflect the basic requirements of curriculum standards and examination standards. On the basis of keeping the category, quantity and difficulty coefficient basically stable, the content of knowledge examination is further optimized, and the requirements of ability examination are highlighted, which has a strong guiding role in the reform of basic education history curriculum.
We can see from the test paper that:
(1) There are three types of questions in the whole volume, namely multiple-choice questions, material analysis questions and essay questions. The optimization of three types of questions comprehensively examines students' historical ability. Subjective questions and objective questions are properly distributed in the whole volume, among which multiple-choice questions account for 45%, which is convenient for testing students' mastery of basic historical knowledge, and material analysis and discussion questions account for 55%, focusing on students' ability to analyze and solve problems. Therefore, the configuration of the three types of questions fully embodies the dual functions of the ability test. It fully embodies the new ideas of curriculum reform, teaching reform and examination reform, and examines students' ability to correctly handle historical materials and comprehensively analyze and express.
(2) The whole volume covers a wide range of knowledge and the knowledge distribution is reasonable. The test questions cover the first volume of the seventh grade history textbook, involving economic, political, cultural, ethnic and other knowledge points, and the distribution of knowledge scope fully reflects the requirements of curriculum standards and examination standards. This is conducive to all-round testing of students' historical knowledge in different times, regions and aspects.
(3) The internal relationship between subject content and historical knowledge is highlighted. The contents of this year's examination papers are the key contents in subject teaching, and there are no off-topic and strange questions, which reflects the universality and foundation of history teaching in junior high school. At the same time, material analysis and discussion are comprehensive and realistic, especially from the connection and influence of historical events themselves.
(4) The examination questions fully reflect the knowledge and ability objectives stipulated in the curriculum standards and examination standards, and flexibly examine students' ability to remember, understand, compare, analyze, synthesize and transfer historical knowledge, which clearly shows that the knowledge content of examining students' understanding, analysis and comprehensive level reaches 70%, with emphasis on examining students' multiple historical thinking ability.
Two. Notes on the answer sheet
1, low total score and low pass rate. There are two reasons: first, a considerable number of teachers still only pay attention to the teaching and memory of basic knowledge in history teaching, and have not really turned to the cultivation of ability, while many students only know how to memorize; Second, the test questions are comprehensive and difficult. This shows that our junior high school history teaching reform is taking a gratifying step, and the classroom teaching reform centered on cultivating students' ability is gradually heating up, which will greatly promote the new curriculum reform in our school.
2. The objective test questions and basic knowledge test questions scored higher.
3. The scores of subjective questions and questions that examine students' comprehensive ability are low.
In a word, a series of representations presented by candidates in the process of answering questions provide valuable first-hand information for guiding our future history teaching and examination, which is worth our in-depth analysis.
Third, rational thinking about the reform of teaching and research.
The characteristics of grade 20 1 1 grade 7 test paper and the appearance reflected by the examinee's answer sheet make us clearly feel that the pulse of the brand-new knowledge economy and information society is boiling. Only by completely updating the concept of teaching and learning of all teachers and students and completely changing the teaching and learning methods of teachers and students can the quality of history teaching be continuously improved. Therefore, with the help of this level test, we made the following rational thinking:
1, comprehensively update the teaching concept and comprehensively promote the new curriculum reform. Under the guidance of the new curriculum reform, history teachers should completely change their teaching concepts and methods, establish a student-centered teaching concept, creatively explore new teaching approaches, improve teaching methods and means, stimulate students' interest in learning, expand the space for students to study and explore historical issues, and guide students to comprehensively and dialectically observe and analyze historical and practical issues. Students should change their learning methods in an all-round way, advocate active inquiry learning, be brave in asking questions, analyzing and solving problems, and avoid rote memorization and passive acceptance of knowledge, thus pushing the new curriculum reform to a climax.
2. Be familiar with the curriculum standards and examination standards, and attach great importance to the cultivation of historical discipline ability. Facing the new situation of teaching and examination reform, what measures should we take? Two bids? On this basis, organize students to sort out the basic clues of historical development: pay attention to the organic infiltration of Chinese and foreign historical knowledge and help students form a complete view of history; We should repeatedly use induction, deduction, association, comparison, heuristic and other teaching methods to organize teaching, so as to cultivate students' historical thinking in an all-round and multi-level way and let them think about it? Divergence-concentration-divergence? Many cycles between the middle class and the rich? Historical wisdom? So as to improve students' historical ability and basic historical quality.
3. Try to stimulate students' enthusiasm and initiative in learning history and cultivate students' autonomous learning ability. In the future, the higher the ability requirements for history exams, the more difficult it is to learn. Therefore, cultivating interest is the key. Our history teachers should try their best to activate students' thinking, let them actively explore themselves and seek knowledge independently, especially pay attention to the transformation and improvement of underachievers and improve the teaching quality in an all-round way.